Instructor: Professional Certification Instructor

Course Description:

Orientation to professional teacher certification processes and standards; investigation and identification of professional teacher resources; instruction in methods for collecting and analyzing evidence. Participants develop and implement a self-assessment study.
 

Targeted Professional Certification Standards and Criteria (word) (pdf):

 I.  Effective Teaching:

(a) using instructional strategies that make the learning meaningful and show positive impact on student learning

(b) using a variety of assessment strategies and data to improve instruction

(c) using appropriate classroom management principles, processes, and practices to foster a safe, positive, student-focused learning environment

(d) designing and/or adapting challenging curriculum that is based on the diverse needs of each student

(e) demonstrating cultural sensitivity in teaching and in relationships with students, families, and community members

(f) integrating technology into instruction and assessment

(g) informing, involving, and collaborating with families and community members as partners in each student’s educational process, including using information about student achievement and performance

II.  Professional Development:

(a) evaluating the effects of his/her teaching through feedback and reflection

(b) using professional standards and district criteria to assess professional performance, and plan and implement appropriate growth activities

(c) remaining current in subject area(s), theories, practice, research, and ethical practice

 III.  Professional Contributions:

(a) advocating for curriculum, instruction, and learning environments that meet the diverse needs of each student

(b) participating collaboratively in school improvement activities and contributing to collegial decision-making

Course Objectives:

A successful candidate will:

• Complete a Personal Capacity Worksheet (word) (pdf) and use the results during the selection of Professional Growth Plan (word) (pdf).

• Create a Professional Growth Team (word) (pdf).

• Develop a Professional Growth Plan (word) (pdf) (PGP) in collaboration with the Professional Growth Team.  The plan must include three to five objectives that focus on Professional Certificate criteria relevant to your specific teaching assignment.

• Write a Student Learning Context Profile (word) (pdf) that describes current teaching environment, current student strengths and unique learning needs, desired characteristics of the environment, the school and community at-large, and goals/potential challenges related to the development of the desired classroom environment.

• Participate in discussions about the professional literature base that supports professional practice represented in the Professional Certificate Criteria (word) (pdf).

Textbook(s) and/or Assigned Readings:

 1.  Candidates are expected to subscribe to ASCD’s Education Leadership. Subscription information is available at this website:   https://shop.ascd.org/membership/subscription.cfm.

      Current and archived reports from this periodical will be a major source of information during seminar discussions about research underlying professional practice.  Candidates should read and be prepared to discuss at least one on-topic article published in Educational Leadership for each criterion scheduled for discussion at each seminar.  A list of criteria that will be discussed in each seminar follows in the course outline.  The criteria may be introduced out of alphabetical sequence, so be sure to consult the outline.

 2.  The Office of the Superintendent of Public Instruction’s on-line Professional Certificate Handbook is available at: http://www.k12.wa.us/Certification/ProfEd/handbook.aspx 

 3.  Required Professional Certificate Portfolio Coversheet (word) (pdf)

Assessments/Assignments:

1.   Create a Professional Growth Team (word) (pdf) no later than the fourth seminar meeting.  The team will collaborate in the development of the Professional Growth Plan (word) (pdf) and must consist of:

• A District Representative – principal, Professional Development Director, or other administrator who understands the goals of the school district

•  A Representative from the University – may be your seminar instructor

• You, the Candidate and

• A Colleague (Advocate) who understands the expectations of your teaching assignment.

Note:  The plan must be submitted to your instructor on a State of Washington Professional Growth Plan (word) (pdf) form. 

2.   Develop a Professional Growth Plan (word) (pdf) that focuses on three-to-five criteria as agreed upon by the Professional Growth Team (word) (pdf) and with consideration of your school district’s School Improvement Program, strategic plan, the results of your Personal Capacity Worksheet (word) (pdf) and your own professional development goals. Goals on your Professional Growth Plan will be re-visited as you select elective coursework in the core component of this program and again when you report on your progress in the Culminating Seminar.  

3.   A written Student Learning Context Profile (word) (pdf) narrative that describes your student and classroom characteristics, the relevant characteristics of your school and district, and the relevant characteristics of your community. Refer to the Student Learning Context Profile Rubric for guidance in the development of this document.

4.   Complete the initial stages of a Professional Growth Record (word) (pdf). The Electives Approval Form (word) (pdf) will help plan Core credit or clock hour options if your plans do not include enrolling in a M.Ed. program.

Grading Scale:   S/U (Satisfactory/Unsatisfactory)

Course Overview:

This seminar provides an “Introduction to reflective practice and the Professional Certification requirements.  The candidate reflects on all 12 criteria to identify areas in which she/he has     strengths and the areas in which she/he needs to increase capacity.”                                            

Professional development is a continuum spanning an educator’s entire career.  The Professional Certificate component of the continuum asks that you think about professional practice in your current teaching assignment with a special emphasis on what you do that makes a positive impact on student learning.  Professional Certificate Standards and Criteria are not about elegant teacher presentation styles – they are about providing evidence that your students have the skills and knowledge necessary to be efficient and continuous learners.

In this seminar, you will review three Professional Certificate Standards, twelve criteria and the supporting professional literature.  As each criterion in Standard One is introduced you’ll be asked to consider these two essential questions: 

• What clear and convincing student evidence (not teacher evidence!) would verify that students have benefited from your mastery of this criterion?

• What implications does this criterion have for your personal professional practice? 

In Standards Two and Three you are asked to consider: 

• What clear and convincing teacher evidence would verify that your students, your school district, and you personally have benefited from mastery of the criteria?

• What implications do these criteria have for your personal professional development now and in the future? 

Academic Dishonesty Policy:

Western Washington University students are responsible for reading, understanding, and following the policy and procedures regarding academic